Mathematics Grade 1
By:
Siyavula Uploaders
Mathematics Grade 1
By:
Siyavula Uploaders
Online:
< http://cnx.Org/content/collll26/l.l/ >
CONNEXIONS
Rice University, Houston, Texas
This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under
the Creative Commons Attribution 3.0 license (http://creativecommons.Org/licenses/by/3.0/).
Collection structure revised: October 12, 2009
PDF generated: February 6, 2011
For copyright and attribution information for the modules contained in this collection, see p. 263.
Table of Contents
1 Term 1
1.1 Counting 1
1.2 Space orientation 6
1.3 Recognizing differences 11
1 .4 Completing patterns 17
1.5 Many and few 19
1.6 The same number 24
1.7 Counting objects 30
1.8 Mathematics, Shapes and Patterns 40
1.9 Number Fun  01 44
1.10 Number Fun  02 55
1.11 Number Fun  03 66
2 Term 2
2.1 Number Fun  Module 301 77
2.2 Number Fun  Module 302 88
2.3 Number Fun  Module 303 99
2.4 Number Fun  Module 401 108
2.5 Number Fun  Module 402 120
3 Term 3
3.1 Get clever with numbers  01 133
3.2 Get clever with numbers  Module 502 140
3.3 Get clever with numbers  Module 503 150
3.4 Get clever with numbers  Module 601 160
3.5 Get clever with numbers  Module 602 172
3.6 Get clever with numbers  Module 603 184
4 Term 4
4.1 Number Fun  Module 701 193
4.2 Number Fun  Module 702 202
4.3 Number Fun  Module 703 211
4.4 Number Fun  Module 704 221
4.5 Number Fun  Module 801 227
4.6 Number Fun  Module 802 233
4.7 Number Fun  Module 803 241
4.8 Number Fun  Module 804 250
Attributions 263
Chapter 1
Term 1
1.1 Counting 1
1.1.1 MATHEMATICS
1.1.2 Number Fun
1.1.3 EDUCATOR SECTION
1.1.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
lr rhis content is available online at <http://cnx.org/content/m22347/!. l/>.
CHAPTER 1. TERM 1
1.1.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.1
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
1.1.6 LEANER SECTION
1.1.7 Content
1.1.7.1 ACTIVITY: Counting [LO 1.4, LO 1.1]
• A counting rhyme:
When I was I
I could go for a walk.
When I was 2
I could eat with a fork
When I was 3
I could hop, hop, hop.
When I was L
I could stop, stop, stop
When I was 5
I could ride my bike.
When I was 6
I could go on a hike.
And now I'm 7
Hip hip hooray!
I'm off to school
To work and play
12 3^567
Figure 1.1
CHAPTER 1. TERM 1
LO 1.4
Table 1.2
I have (Count them):
block*
ggggg
bolls
cars
nnqs
stars
j&j&j&j&XZ C? £?
boats
books
>enals
^j^^^^s^^^^
apples
ipp
ffi
muTTins
sweets
ice creams
Figure 1.2
CHAPTER 1. TERM 1
LO 1.1
Table 1.3
1.1.8 Assessment
Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers.
1.2 Space orientation 2
1.2.1 MATHEMATICS
1.2.2 Number Fun
1.2.3 EDUCATOR SECTION
1.2.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
2 This content is available online at <http://cnx.org/content/m22354/!. l/>.
1.2.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.4
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
1.2.6 LEANER SECTION
1.2.7 Content
1.2.7.1 ACTIVITY: Space orientation [LO 3.5]
• What do we know? Draw a [U+25CB]
CHAPTER 1. TERM 1
on the tree
above the tree
next to the tree
in the tree
below the tree
in front of the tree
on top of the tree
under the tree
behind the tree
Figure 1.3
• My brother and I have the same books. Draw my brother's book.
M
Figure 1.4
'J
Figure 1.5
We draw the same pictures.
10
CHAPTER 1. TERM 1
Figure 1.6
Draw the same shapes. Colour.
r
Figure 1.7
L0 3.5
Table 1.5
1.2.8 Assessment
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between twodimensional shapes and threedimensional objects in a variety of orientations and positions.
Assessment Standard 3.5: We know this when the learner describes one threedimensional object in
relation to another (e.g. 'in front' or 'behind').
11
1.3 Recognizing differences 3
1.3.1 MATHEMATICS
1.3.2 Number Fun
1.3.3 EDUCATOR SECTION
1.3.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
1.3.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.6
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
3 This content is available online at <http://cnx.org/content/m22397/!. l/>.
12
CHAPTER 1. TERM 1
1.3.6 LEANER SECTION
1.3.7 Content
1.3.7.1 ACTIVITY: Recognizing differences [LO 1.4, LO 1.1]
Let's talk about. . .
Figure 1.8
Why do we say these are the same? What are they?
Figure 1.9
• Why are these the same?
Are these all the same? Why not?
Draw a circle around the one object that is different.
13
Figure 1.10
red
blue
yellow
green
LO 5.3
• I know my colours:
Table 1.7
14
CHAPTER 1. TERM 1
Figure 1.11
• Draw something:
big
LO 4.6
LO 5.2
small
long
short
Table 1.8
Look at the previous page. It is a picture of all the stuff in my untidy cupboard. Mummy said, "Tidy
your cupboard."
• I will sort my things into colours. Talk about "same" and "different". Give reasons.
• Red things draw them
• Blue things  draw them
Green things  draw them
• Yellow things draw them
LO 5.2
Table 1.9
15
Big
Draw some of the things in the cupboard
Bigger
Biggest
Small
Smaller
Smallest
Long
Longer
Longest
Short
Shorter
Shortest
• Let's talk about. . .
how big they are
LO 4.5
Table 1.10
same size
same size
Figure 1.12
• Colour the ones that are of the same size
16
CHAPTER 1. TERM 1
Figure 1.13
LO 4.5
Table 1.11
1.3.8 Assessment
Learning Outcome 4:MEASUREMENT:The learner will be able to use appropriate measuring units,
instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Assessment Standard 4.6: We know this when the learner (additional) understands language:
4.6.1 size;
4.6.2 length.
Learning Outcome 5:DATA HANDLING :The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.');
Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.
17
1.4 Completing patterns 4
1.4.1 MATHEMATICS
1.4.2 Number Fun
1.4.3 EDUCATOR SECTION
1.4.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
1.4.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.12
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
4 This content is available online at <http://cnx.org/content/m22398/!. l/>.
18
CHAPTER 1. TERM 1
1.4.6 LEANER SECTION
1.4.7 Content
1.4.7.1 ACTIVITY: Completing patterns [LO 3.2]
• Complete the patterns.
Q £
O
IS
a
a
Figure 1.14
LO 3.2
LO 3.2
Table 1.13
19
1.4.8 Assessment
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between twodimensional shapes and threedimensional objects in a variety of orientations and positions.
Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
twodimensional shapes and threedimensional objects according to:
3.2.1 size;
3.2.2 objects that roll or slide;
3.2.3 shapes that have straight or round edges.
1.5 Many and few 5
1.5.1 MATHEMATICS
1.5.2 Number Fun
1.5.3 EDUCATOR SECTION
1.5.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
1.5.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.14
5 This content is available online at <http://cnx.org/content/m22399/!. l/>.
20 CHAPTER 1. TERM 1
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
1.5.6 LEANER SECTION
1.5.7 Content
1.5.7.1 ACTIVITY: Many and few [LO 5.2, LO 1.9]
• I go for a walk. I see
af $ 4 # k» *
% & % $* ft £
%*$
manu ants afewspidei
Figure 1.15
• Draw
Figure 1.16
many
Figure 1.17
a few
many
21
o
Figure 1.18
Figure 1.19
a few
&
Figure 1.20
many apples
o
Figure 1.21
a few apples
LO 5.2
Table 1.15
At my party there were
22
more boys and fewer girls
CHAPTER 1. TERM 1
Figure 1.22
I matched them.
• Match the rabbits to the carrots:
^^ O0 <^0 ^^^2%
Figure 1.23
more or fewer?
«^.
a
~6
Figure 1.24
Match:
• Draw the set with more
• Match
23
Figure 1.25
Draw the set with more
LO 1.9
Table 1.16
• Draw a group with more / fewer objects,
fewer
Figure 1.26
more
fewer
Figure 1.27
24 CHAPTER 1. TERM 1
more
fewer
£*^
Figure 1.28
more
LO 1.9
Table 1.17
1.5.8 Assessment
Learning Outcome 5:The learner will be able to describe and represent characteristics and relationships
between twodimensional shapes and threedimensional objects in a variety of orientations and positions.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.')
Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob
lems.
Assessment Standard 1.9: We know this when the learner uses the following techniques:
1.9.1 building up and breaking down numbers;
1.9.2 doubling and halving;
1.9.3 using concrete apparatus (e.g. counters);
1.9.4 numberlines.
1.6 The same number 6
1.6.1 MATHEMATICS
1.6.2 Number Fun
1.6.3 EDUCATOR SECTION
1.6.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
6 This content is available online at <http://cnx.org/content/m22401/!. l/>.
25
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
1.6.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.18
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
26
CHAPTER 1. TERM 1
1.6.6 LEANER SECTION
1.6.7 Content
1.6.7.1 ACTIVITY: The same number [LO 1.9, LO 1.4]
t9
&
same
number
Figure 1.29
Draw the same number of objects. Match them.
Figure 1.30
Figure 1.31
27
Figure 1.32
Figure 1.33
LO 1.9
Table 1.19
A problem to solve.
• How can you change these groups to make them the same number?
same number
Figure 1.34
or
28
CHAPTER 1. TERM 1
same number
Figure 1.35
• Now solve these problems.
Figure 1.36
same number
Figure 1.37
same number
• I play marbles with Ron.
29
Ron has
marbles.
I have (J) Q O O mar bles.
Figure 1.38
We have the
• Ron gets one more.
of marbles.
Ron now has I have
one more one less
Figure 1.39
• Ron gets one more again.
Ron now has I have
one more one less
Figure 1.40
LO 1.4
Table 1.20
30 CHAPTER 1. TERM 1
1.6.8 Assessment
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers
to at least 2digit numbers.
Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob
lems.
Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob
lems.
Assessment Standard 1.9: We know this when the learner uses the following techniques:
1.9.1 building up and breaking down numbers;
1.9.2 doubling and halving;
1.9.3 using concrete apparatus (e.g. counters);
1.9.4 numberlines.
1.7 Counting objects 7
1.7.1 MATHEMATICS
1.7.2 Number Fun
1.7.3 EDUCATOR SECTION
1.7.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
7 This content is available online at <http://cnx.org/content/m22410/!. l/>.
31
1.7.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.21
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
1.7.6 LEANER SECTION
1.7.7 Content
1.7.7.1 ACTIVITY: Counting objects [LO 1.1, LO 1.4, LO 1.3]
1.7.7.1.1 A Counting Rhyme
One, two, three
Look at me.
Four, five, six
I build my bricks.
Seven, eight, nine
Soldiers in a line.
And here are ten
Fingers in my den.
• Count. How many...?
red marbles
)®®® ©#(2)®® <g>®(£>
Figure 1.41
blue marbles
32
CHAPTER 1. TERM 1
©® f)®®@ ©€> ©© dM)©>©(E>®
Figure 1.42
green marbles
(D,
®
Figure 1.43
yellow marbles
is$r%$>
®L J&(t
'CUP
Figure 1.44
Draw one more. Count.
LO 1.1
LO 1.4
Table 1.22
2^31^,
Figure 1.45
mice
33
ppQ^r
Figure 1.46
balloons
Q Q Q
Figure 1.47
trees
Figure 1.48
marbles
Cic^c^cd^ — — —
Figure 1.49
steps
Figure 1.50
34
CHAPTER 1. TERM 1
dots
• Count their steps.
Figure 1.51
Figure 1.52
• My lunch box
LO 1.1
Table 1.23
o
&
d?
m
Figure 1.53
• Ron's lunch box
35
^
6
<m
Figure 1.54
• I have...
O
one 1
one 1
one 1 (\^
Figure 1.55
• Ron has...
36
CHAPTER 1. TERM 1
Figure 1.56
Colour the blocks with one object. Write "1".
%^
®
o
3
^
$%p
<s^
p
^>t>
j^^)
Figure 1.57
LO 1.3
Table 1.24
Tessa and I go for a walk.
• Tessa's red apples.
• My green apples.
We each have two 2 apples.
• Tessa's lunch box
37
Figure 1.58
Figure 1.59
38
CHAPTER 1. TERM 1
Figure 1.60
Puzzles to build.
• Cut, match and paste.
LO 1.3
Table 1.25
39
one 1
one 1
one 1
two 2
one 1
two 2
Figure 1.61
LO 1.3
Table 1.26
1.7.8 Assessment
Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers.
40
CHAPTER 1. TERM 1
1.8 Mathematics, Shapes and Patterns 8
1.8.1 MATHEMATICS
1.8.2 Number Fun
1.8.3 EDUCATOR SECTION
1.8.4 Memorandum
Critical and developmental outcomes:
• The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. Explore education and career opportunities; and
12. Develop entrepreneurial opportunities.
1.8.5 MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
4, 5, 8, 15
CO 3
2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4
4, 21
CO 7
11, 12, 13, 16, 17, 20
CO 8
16, 22
Table 1.27
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
8 This content is available online at <http://cnx.org/content/m22442/!. l/>.
41
1.8.6 LEANER SECTION
1.8.7 Content
1.8.7.1 ACTIVITY: Mathematics, Shapes and Patterns [LO 3.1, LO 2.1, LO 2.2, LO 2.3]
Mathematics and Shapes
Everything has a shape.
• This is the shape of a :
Figure 1.62
Look at them and draw those that have the shape of a:
square
Rectangle
circle
triangle
Figure 1.63
I can see a ,
42
CHAPTER 1. TERM 1
Figure 1.64
I can see a , , ,
LO 3.1
Table 1.28
1.8.7.1.1 Mathematics and Patterns
A pattern is made by drawing the same lines or shapes over and over.
Look at the patterns on Sally's skirt.
Complete the patterns for Sally.
Figure 1.65
Can you see these patterns? Complete them.
43
nDQn
Figure 1.66
Look for patterns in this number block. Write them.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1
10
11
20
Table 1.29
LO 2.1
LO 2.2
Table 1.30
LO 2.1 LO 2.2
• Design your own attractive pattern.
• Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the
pictures. Write down your score.
triangles
squares
rectangles
Who won?
LO 2.3
LO 3.1
Table 1.31
44 CHAPTER 1. TERM 1
1.8.8 Assessment
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relation
ships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes).
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Assessment Standard 2.3: We know this when the learner creates own patterns.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between twodimensional shapes and threedimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures, including:
3.1.1 boxes (prisms) and balls (spheres);
3.1.2 triangles and rectangles;
3.1.3 circles;
1.9 Number Fun  01 9
1.9.1 MATHEMATICS
1.9.2 Number Fun
1.9.3 EDUCATOR SECTION
1.9.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
9 This content is available online at <http://cnx.org/content/m31710/!. l/>.
45
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
number concept 1 to 5;
counting activities in ones and twos to 20 and counting rhymes;
colours: purple and orange;
vocabulary: light, heavy, more, less, first and last;
shapes  circles;
completing a graph about how we come to school.
1.9.5 LEARNERS SECTION
1.9.6 Content
• Cut out the three bears on page 2 and paste them here.
Figure 1.67
46
CHAPTER 1. TERM 1
Figure 1.68
LO 1.3
Table 1.32
• Cut out.
47
Figure 1.69
LO 1.1
Table 1.33
48
CHAPTER 1. TERM 1
O •' :
* \
4 i
4 i
< <
■ %'
 %'
■ %'
\J
V.*'
% *.*'
** ■ *
i
o
1* **.'
**•"% 1 ■
1 " i
>**
hh
fe
Figure 1.70
LO 1.3
Table 1.34
Draw three objects every time.
49
Complete.
Figure 1.71
1
two
3
2
Figure 1.72
LO 1.3
Table 1.35
50
CHAPTER 1. TERM 1
• Look at your little bear.
It is round.
Its head is a circle.
Figure 1.73
Draw around its head.
Talk about:
Can it roll? Can it slide? Does it have corners?
• Draw many circles and colour them in.
Figure 1.74
L0 3.1
Table 1.36
51
Look for [U+F0A1] 's in magazines and paste them here.
Figure 1.75
Draw: many circles.
Figure 1.76
Colour them orange.
• Draw: few circles.
• Colour them purple.
52
CHAPTER 1. TERM 1
Figure 1.77
L0 3.1
Table 1.37
i
i m
Y
I
y:.yT\/i i
! .
,n k%+
Figure 1.78
Find a picture of something that is heavy and something that is light.
53
heavy
light
Figure 1.79
Figure 1.80
LO 4.6
Table 1.38
• Make the basket heavier.
54
CHAPTER 1. TERM 1
Figure 1.81
• Make the basket lighter.
• Does everyone have a hat?
Figure 1.82
less
Figure 1.83
Give everyone a basket.
55
Figure 1.84
L0 4.5
Table 1.39
1.9.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Assessment Standard 4.6: We know this when the learner understands language.
1.10 Number Fun  02°
1.10.1 MATHEMATICS
1.10.2 Number Fun
1.10.3 EDUCATOR SECTION
1.10.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
°This content is available online at <http://cnx.org/content/m31714/!. l/>.
56 CHAPTER 1. TERM 1
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes  circles;
• completing a graph about how we come to school.
1.10.5 LEARNERS SECTION
1.10.6 Content
• A rhyme to learn:
Five little bears
heard a lion roar
one went up too close
and then there were four.
Four little bears
climbed up a tree
one came tumbling down
and there were three.
57
Three little bears
tried to cook a stew
one cut his finger
and then there were two.
Two little bears
were sitting in the sun
one stayed there far too long
and then there was one.
One little bear
went for a run
he didn't turn back again
and now there are none.
R. Louw
LO 1.2
Table 1.40
• Count the little bears.
Figure 1.85
• Draw a circle around the first and last bear.
58
CHAPTER 1. TERM 1
in:
Draw
first
The
is __
The
is
The
is„
second
third
Figure 1.86
LO 1.1
LO 1.3
LO 1.4
Table 1.41
59
f«
l.l.
our
• *
+ ■
* • * I •
Figure 1.87
• Unpack the cases.
WWW®
5
L f
"i
our
Figure 1.88
LO 1.3
Table 1.42
60
CHAPTER 1. TERM 1
Complete your lunch box. Count in 2's.
10
«*
A
Figure 1.89
• Choose what you would like to have in your lunch box.
cookies □ sweets □ cool drink □
white bread □ brown bread □ chips D
biltong □ fruit juice □ apple □
Figure 1.90
Fill your lunch box by pasting pictures from a magazine on it:
LO 1.2
LO 3.1
LO 5.2
LO 5.3
Table 1.43
• Make one more:
61
Figure 1.91
Draw 4 four every time.
£four
Figure 1.92
LO 1.3
LO 1.9
Table 1.44
Join all the 5c coins. Count the 5c coins 5c coins.
62
CHAPTER 1. TERM 1
Figure 1.93
5 five
5 five
5 five
5 five
Figure 1.94
LO 1.1
LO 1.3
Table 1.45
• Arrange 5 dots in a different way every time.
63
5 five
5 five
5 five
5 five
Figure 1.95
• Write:
Figure 1.96
LO 1.3
Table 1.46
64
CHAPTER 1. TERM 1
Rearrange from 1 to 5:
2
1
3
4
5
1
4
3
2
1
5
1
3
2
5
1
4
Table 1.47
• Estimate how many books there are?
• Count: books.
Figure 1.97
LO 1.1
LO 1.4
Table 1.48
• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf.
65
/A
J\
Figure 1.98
• There are
• Draw:
books on each shelf.
Figure 1.99
LO 1.3
LO 1.6
Table 1.49
1.10.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
66 CHAPTER 1. TERM 1
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.9: We know this when the learner uses techniques
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');
Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.
1.11 Number Fun  03 11
1.11.1 MATHEMATICS
1.11.2 Number Fun
1.11.3 EDUCATOR SECTION
1.11.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
n This content is available online at <http://cnx.org/content/m31716/!. l/>.
67
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes  circles;
• completing a graph about how we come to school.
1.11.5 LEARNERS SECTION
1.11.6 Content
• Sort light and heavy objects:
• Draw them below.
68
CHAPTER 1. TERM 1
Figure 1.100
Figure 1.101
light
69
Figure 1.102
• heavy
L0 4.5
LO 5.2
LO 5.6
Table 1.50
Cut out, match and paste on the following page.
70
CHAPTER 1. TERM 1
Figure 1.103
LO 1.3
Table 1.51
Match and paste in a row. Draw arms, legs, etc.
71
Figure 1.104
Complete:
LO 1.4
Table 1.52
Figure 1.105
LO 1.4
72
CHAPTER 1. TERM 1
Table 1.53
Figure 1.106
• Which numbers did Wolf catch?
o o
°o°
lo o/
Figure 1.107
73
How do I get to school?
LO 1.4
Table 1.54
■>\
^
^
5^
I'sfir^jH
jP0 3
1
2
3
L
5
6
7
g
Figure 1.108
• Most children:
• The fewest children:
• Complete:
"
i i
if
;Tive
3 1
tWO
5555

Figure 1.109
74
CHAPTER 1. TERM 1
LO 1.3
LO 5.1
LO 5.2
LO 5.5
Table 1.55
DODODODODODODOD
O
□
O
□
o
□
o
D
o
□
o
□
o
D
o
Use tops and blocks. Paint them and
print with them. Make your own
picture with circles and rectangles.
O
a
o
a
o
a
o
a
o
a
o
a
o
a
o
DODODODODODODOD
Figure 1.110
LO 3.1
Table 1.56
1.11.7 Assessment
Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
75
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or
as a member of a group or team) in the classroom and school environment according to given criteria or
categories;
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects;
Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains
how it was sorted, and answers questions about it.
76 CHAPTER 1. TERM 1
Chapter 2
Term 2
2.1 Number Fun  Module 3  01 1
2.1.1 MATHEMATICS
2.1.2 Number Fun
2.1.3 EDUCATOR SECTION
2.1.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
lr rhis content is available online at <http://cnx.org/content/m31745/!. l/>.
77
78
CHAPTER 2. TERM 2
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes  circles;
• completing a graph about how we come to school.
2.1.5 LEARNERS SECTION
2.1.6 Content
• Cut out the three bears on page 2 and paste them here.
Figure 2.1
79
Figure 2.2
LO 1.3
Table 2.1
• Cut out.
80
CHAPTER 2. TERM 2
Figure 2.3
LO 1.1
Table 2.2
81
O •' :
* \
* 1
4 i
< <
■ %'
 %'
■ *
\J
*«.*'
% *.*'
** ■ *
i
o
1* **.'
**•"% 1 ■
1 " i
*  *"
hh
fe
Figure 2.4
LO 1.3
Table 2.3
Draw three objects every time.
82
CHAPTER 2. TERM 2
^^J^
Complete.
Figure 2.5
1
two
3
2
Figure 2.6
LO 1.3
Table 2.4
• Look at your little bear.
83
It is round.
Its head is a circle.
Figure 2.7
Draw around its head.
Talk about:
Can it roll? Can it slide? Does it have corners?
• Draw many circles and colour them in.
Figure 2.8
L0 3.1
Table 2.5
84
CHAPTER 2. TERM 2
Look for [U+F0A1] 's in magazines and paste them here.
Figure 2.9
Draw: many circles.
Figure 2.10
Colour them orange.
• Draw: few circles.
• Colour them purple.
85
Figure 2.11
L0 3.1
Table 2.6
i
i m
Y
I
y:.yT\/i i
! .
,n k%+
Figure 2.12
Find a picture of something that is heavy and something that is light.
86
CHAPTER 2. TERM 2
Figure 2.13
heavy
Figure 2.14
light
LO 4.6
Table 2.7
• Make the basket heavier.
Figure 2.15
87
• Make the basket lighter.
• Does everyone have a hat?
Figure 2.16
less
Figure 2.17
Give everyone a basket.
CHAPTER 2. TERM 2
Figure 2.18
L0 4.5
Table 2.8
2.1.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Assessment Standard 4.6: We know this when the learner understands language.
2.2 Number Fun  Module 3  02 2
2.2.1 MATHEMATICS
2.2.2 Number Fun
2.2.3 EDUCATOR SECTION
2.2.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
2 This content is available online at <http://cnx.org/content/m31748/!. l/>.
89
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes  circles;
• completing a graph about how we come to school.
2.2.5 LEARNERS SECTION
2.2.6 Content
• A rhyme to learn:
Five little bears
heard a lion roar
one went up too close
and then there were four.
Four little bears
climbed up a tree
one came tumbling down
and there were three.
90
CHAPTER 2. TERM 2
Three little bears
tried to cook a stew
one cut his finger
and then there were two.
Two little bears
were sitting in the sun
one stayed there far too long
and then there was one.
One little bear
went for a run
he didn't turn back again
and now there are none.
R. Louw
LO 1.2
Table 2.9
• Count the little bears.
Figure 2.19
• Draw a circle around the first and last bear.
91
IH:
Draw
The
is __
The
is
The
is„
first
second
third
Figure 2.20
LO 1.1
LO 1.3
LO 1.4
Table 2.10
92
CHAPTER 2. TERM 2
f«
Li.
our
Figure 2.21
• Unpack the cases.
WWW®
5
L f
"i
our
Figure 2.22
LO 1.3
Table 2.11
Complete your lunch box. Count in 2's.
93
10
«*
A
Figure 2.23
• Choose what you would like to have in your lunch box.
cookies □ sweets □ cool drink □
white bread □ brown bread □ chips D
biltong □ fruit juice □ apple □
Figure 2.24
Fill your lunch box by pasting pictures from a magazine on it:
LO 1.2
LO 3.1
LO 5.2
LO 5.3
Table 2.12
• Make one more:
94
CHAPTER 2. TERM 2
Figure 2.25
Draw 4 four every time.
£four
Figure 2.26
LO 1.3
LO 1.9
Table 2.13
Join all the 5c coins. Count the 5c coins 5c coins.
95
Figure 2.27
5 five
5 five
5 five
5 five
Figure 2.28
LO 1.1
LO 1.3
Table 2.14
• Arrange 5 dots in a different way every time.
96
CHAPTER 2. TERM 2
5 five
5 five
5 five
5 five
Figure 2.29
• Write:
Figure 2.30
LO 1.3
Table 2.15
Rearrange from 1 to 5:
2
1
3
4
5
1
4
3
2
1
5
1
3
2
5
1
4
97
Table 2.16
• Estimate how many books there are?
• Count: books.
Figure 2.31
LO 1.1
LO 1.4
Table 2.17
• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf.
98
CHAPTER 2. TERM 2
/A
Figure 2.32
J\
• There are
• Draw:
books on each shelf.
Figure 2.33
LO 1.3
LO 1.6
Table 2.18
99
2.2.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.9: We know this when the learner uses techniques
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');
Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.
2.3 Number Fun  Module 3  03 3
2.3.1 MATHEMATICS
2.3.2 Number Fun
2.3.3 EDUCATOR SECTION
2.3.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
3 This content is available online at <http://cnx.org/content/m31754/!. l/>.
100 CHAPTER 2. TERM 2
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number  no exceptions made
The three bears help the learners to understand:
• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes  circles;
• completing a graph about how we come to school.
2.3.5 LEARNERS SECTION
2.3.6 Content
•
Sort light and heavy objects:
• Draw them below.
101
Figure 2.34
Figure 2.35
light
102
CHAPTER 2. TERM 2
Figure 2.36
• heavy
L0 4.5
LO 5.2
LO 5.6
Table 2.19
Cut out, match and paste on the following page.
103
Figure 2.37
LO 1.3
Table 2.20
Match and paste in a row. Draw arms, legs, etc.
104
CHAPTER 2. TERM 2
Figure 2.38
LO 1.4
Table 2.21
Complete:
Figure 2.39
LO 1.4
105
Table 2.22
Figure 2.40
• Which numbers did Wolf catch?
o o
°o°
lo o/
Figure 2.41
106
CHAPTER 2. TERM 2
LO 1.4
Table 2.23
How do I get to school?
■>\
o
^
5^
I'sfir^jH
jP0 3
1
2
3
L
5
6
7
g
Figure 2.42
• Most children:
• The fewest children:
• Complete:
"
i i
if
;Tive
3 1
tWO
5555

Figure 2.43
107
LO 1.3
LO 5.1
LO 5.2
LO 5.5
Table 2.24
DODODODODODODOD
O
□
O
□
o
□
o
D
o
□
o
□
o
D
o
Use tops and blocks. Paint them and
print with them. Make your own
picture with circles and rectangles.
O
a
o
a
o
a
o
a
o
a
o
a
o
a
o
DODODODODODODOD
Figure 2.44
LO 3.1
Table 2.25
2.3.7 Assessment
Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
108 CHAPTER 2. TERM 2
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or
as a member of a group or team) in the classroom and school environment according to given criteria or
categories;
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects;
Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains
how it was sorted, and answers questions about it.
2.4 Number Fun  Module 4  01 4
2.4.1 MATHEMATICS
2.4.2 Get clever with numbers
2.4.3 EDUCATOR SECTION
2.4.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
4 This content is available online at <http://cnx.org/content/m31779/!. l/>.
109
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
Activities around autumn help the learners to understand:
• ordinals to 9;
• number concept to 9;
• counting activities and counting rhyme in 5's;
• concepts of 2 more, 2 less, doubling and sharing out equally;
• before and after on the number line;
• introducing the minus sign "";
• bonds to 6;
• the introduction of wordsums;
• shapes  squares and rectangles.
2.4.5 LEARNERS SECTION
2.4.6 Content
• Draw a nice big autumn leaf in each block.
• Colour them in.
• Cut them out and paste them.
110
CHAPTER 2. TERM 2
"X_"j
Figure 2.45
eight
Ill
Tree in autumn
Figure 2.46
• Paste 8 autumn leaves in here.
• Count all the autumn leaves.
LO 1.1
Table 2.26
• Complete the blocks with 8.
• Write "eight" next to each picture.
112
CHAPTER 2. TERM 2
en
iht
ei
ght
Figure 2.47
• Arrange eight circles in different ways.
• Colour the circles in.
OO
oo
oo
s oo
Figure 2.48
LO 1.3
LO 1.9
Table 2.27
113
Make every row 2 more.
s
Figure 2.49
• Complete the numbers on the stairs .
6 + 2 = U
5 + 2 = □
1 + 2 = □
2
i + 2  □
2 + 2 = n
Figure 2.50
3 + 2 = □
• Complete the number sentences.
Let the stairs help you to make two more every time.
114
CHAPTER 2. TERM 2
LO 1.1
LO 1.8
LO 2.2
• Make 2 less. How many are left?
Table 2.28
666 6
kkkk
fay m#
Join the dots,
Start at I.
6.
Count in T
2 I
Draw a rinq around the
even numbers
10
2 6 Z 10
10
4 6 10
Figure 2.51
LO 1.2
LO 1.3
LO 2.2
Table 2.29
115
• A counting rhyme for you to learn.
5, 10, 15, 20,
See the creatures on the go.
5, 10, 15, 20,
Why do they hurry to and fro?
5, 10, 15, 20,
It's getting colder by the day
5, 10, 15, 20,
And they must store some food away
R.L.
• Draw the animals that are busy during autumn.
Figure 2.52
5 6
II 12
Ll 15 £
I I I I I I I I I I 1 l_J I 1 I I I L
s it :c
Figure 2.53
What comes just after 6?
What comes just before 8?
What comes between 10 and 12?.
What is one more than 5?
What is one less than 3?
What comes between 4 and 6?
LO 1.2
LO 1.4
LO 1.9
Table 2.30
116
CHAPTER 2. TERM 2
Look carefully ^jg ^^
©
2 minus
Means 2 takeaway 
Read: 2  1=1
(minus) (is equal to)
Figure 2.54
Complete:
Read:
Read:
Read:
Read:
3  I
/6~d\
oo
V03/
6  I =
8 }
vp^oy
5 I =
r OBT
4  l =
Figure 2.55
LO 1.8
Table 2.31
Complete:
117
Figure 2.56
• Take away 2 every time:
OOOO&&
OOOOO oo
^aa
A3
£TTTA3
oooo
OO
^ZT"^
A3
^aA 2 V >^
ooo
oooo ooo
^3  2 = .
A3
AZ^A
OOOOO
oooo oooo
~^ — *^_ s
A3
^iii = A3>^
Figure 2.57
LO 1.8
118
CHAPTER 2. TERM 2
Table 2.32
• Colour in and count:
Copy:
nine
Figure 2.58
LO 1.1
LO 1.3
Table 2.33
Complete:
119
Arrange the numbers from 1 to 9.
Figure 2.59
8 9 7 5^23
I
8 7 L 2 3
5 6 S
Figure 2.60
• Complete:
Nine comes just after
One more than eight is.
• Back:
9
8
5
2
Table 2.34
LO 1.4
LO 1.8
Table 2.35
120 CHAPTER 2. TERM 2
2.4.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forward and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.
2.5 Number Fun  Module 4  02 5
2.5.1 MATHEMATICS
2.5.2 Get clever with numbers
2.5.3 EDUCATOR SECTION
2.5.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
5 This content is available online at <http://cnx.org/content/m31786/!. l/>.
121
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
Activities around autumn help the learners to understand:
• ordinals to 9;
• number concept to 9;
• counting activities and counting rhyme in 5's;
• concepts of 2 more, 2 less, doubling and sharing out equally;
• before and after on the number line;
• introducing the minus sign "";
• bonds to 6;
• the introduction of wordsums;
• shapes  squares and rectangles.
2.5.5 LEARNERS SECTION
2.5.6 Content
• Draw the same number of circles on the other side and count. It means to double.
Figure 2.61
122
CHAPTER 2. TERM 2
Double:
1
2
3
L
5
9 Double — Draw the circles and count.
6
OO
7
S
Figure 2.62
• Partners of 6.
LO 1.1
LO 1.9
Table 2.36
OOO e : v L
OOO s,x &
Figure 2.63
123
Figure 2.64
LO 1.3
LO 1.9
Table 2.37
• See how many ml of rain has fallen.
124
CHAPTER 2. TERM 2
Monday
Tuesday
ml.
I pour the water from
rain gauge I into this jug.
L
I pour the water from
rain gauge 2 into thisjug.
Figure 2.65
• Mark the answer that you think is right.
• Mug 3 has more water.
• Mug 4 has more water.
• Mugs 3 and 4 have the same amount of water.
• Find out how many teaspoonfuls of water it will take to get
20ml of water.
LO 1.2
LO 4.5
Table 2.38
• Complete:
125
Figure 2.66
• There are 4 swallows in the tree.
Four more come and perch there as well.
Now there are
swallows.
• Draw the tree and the swallows.
• Draw 9 circles in different ways.
OOO
ooo
ooo
Table 2.39
LO 1.8
LO 1.9
Table 2.40
Complete:
126
CHAPTER 2. TERM 2
oo oo
oooo
eight
OOQQ
OOOO
nine
WW
d2%
Figure 2.67
first second third fourth fifth sixth seventh eighth ninth
The
IS
The V
The^
The
The m
is
is
IS
IS
Figure 2.68
• 1 Bird has wings.
• 3 Birds have
wings.
• Draw the birds:
LO 1.2
LO 1.3
LO 1.4
Table 2.41
127
^^ S.I can add S Oa)JJ
® ® O
Figure 2.69
7
6
4
8
9
5
3
7
2
2
2
2
2
2
2
2
2
2
5
Table 2.42
Figure 2.70
• Share the sweets equally.
128
CHAPTER 2. TERM 2
\,
Peter. 3
nmu: .
Anne: 3
\,
Thorn; _
John; .
Linda
\i
Susan:
James : ,
Figure 2.71
LO 1.8
LO 1.9
LO 2.2
Table 2.43
Halve: Divide equally. Each one gets . . .
L
©©©:©©©© 8
Figure 2.72
• Halve:
2 4 6 8
Table 2.44
• Now halve these as well:
129
ooo
ooo"
Each one
gets
OOOO
oooo
Each one
gets
oo
oo
Each one
gets
oo
Each one
gets
Figure 2.73
LO 1.6
Table 2.45
Figure 2.74
Here is a block.
Stand in front of the block .
Draw all around the edges of the block.
Draw the shape here.
This shape is called a SQUARE.
130
CHAPTER 2. TERM 2
Figure 2.75
• Look at the.
ecjhoek
en die vier
kant
Figure 2.76
Discuss:
• Are they the same?
• How do they differ?
Colour in the squares only.
□
o
O
□o
AD
Figure 2.77
LO 3.1
LO 5.2
Table 2.46
131
2.5.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assesseringstandaard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forward and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures;
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours').
132 CHAPTER 2. TERM 2
Chapter 3
Term 3
3.1 Get clever with numbers  Ol 1
3.1.1 MATHEMATICS
3.1.2 Get clever with numbers
3.1.3 EDUCATOR SECTION
3.1.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
lr rhis content is available online at <http://cnx.org/content/m31789/!. l/>.
133
134
CHAPTER 3. TERM 3
12. develop entrepreneurial opportunities.
• Integration of Themes: Winter
• A healthy environment: Clean water.
• Inclusively: Water for everyone.
• Human Rights: Everyone's right to use the source  water.
Activities around winter help the learners to understand:
number concept to 10;
counting in fives, twos and threes;
concept of +4 and 4;
doubling and halving;
sharing out equally;
bonds to 8;
word sums;
shapes  circle, triangle, square and rectangle;
money;
direction;
measuring length with thumbs;
graphs.
3.1.5 LEARNERS SECTION
3.1.6 Content
• Count the umbrellas.
• Colour them.
10
ten
Figure 3.1
• Fill in:
135
00000 000
s
eight
000 000
000
nine
<^s<?P> <^ <£& <2^
li % fjr % lb
<^<2^> <2^ <2^ <Z^
la m &» 5s «>
10
a©@€)#©@€)
eight
6 6 6 6 6 ^) 6
7
Figure 3.2
Walk to school with me:
L0 1.1
L0 1.3
Table 3.1
o
©Of
^>
<HD
O
<iD
Figure 3.3
136
CHAPTER 3. TERM 3
LO 1.7
Count:
Table 3.2
5 >*N ^Tyyg
X
•f^< *\ /
&ZS3b
PngB B[T 1
Figure 3.4
• Double the number of houses
• Halve the number of windows
• umbrellas ; 2 blow away umbrellas remain behind.
• shoes = pairs.
• Six children have eyes.
LO 1.7
LO 1.9
Table 3.3
Use Os,  s and
s to build a picture of your own.
Figure 3.5
• Draw your picture.
137
Figure 3.6
• The fence around the school looks like this:
X
X
X
z^ x
Figure 3.7
• Make it longer.
Figure 3.8
• This shape is a triangle. A triangle has corners.
How many triangles can you find in the fence?
138
CHAPTER 3. TERM 3
triangles.
• Colour the triangles. Use a different colour for each one.
LO 2.1
L0 3.1
Table 3.4
Di
raw your own pattern
Draw your own pattern:
Only use Q s, O s anc l /Vs.
Draw your own pattern:
Only use \^s and /\'s.
Look for pictures that show a /\and paste them in this space.
Figure 3.9
LO 2.3
LO 3.1
Table 3.5
Complete the number sentences.
139
Figure 3.10
• Use counters or draw a picture. There are 7 apples on the tree. I pick 3 Now there are
apples.
• You have six apples. Put an equal amount in each of two baskets. Each basket has
apples.
• John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. John picks 3 apples. Peter picks 3
apples. Charley picks 3 apples apples in the basket.
LO 1.7
LO 1.9
Table 3.6
3.1.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
140 CHAPTER 3. TERM 3
Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes);
Assessment Standard 2.3: We know this when the learner creates own patterns;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
3.2 Get clever with numbers  Module 5  02 2
3.2.1 MATHEMATICS
3.2.2 Get clever with numbers
3.2.3 EDUCATOR SECTION
3.2.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Winter
• A healthy environment: Clean water.
• Inclusively: Water for everyone.
• Human Rights: Everyone's right to use the source  water.
2 This content is available online at <http://cnx.org/content/m31790/!. l/>.
141
Activities around winter help the learners to understand:
number concept to 10;
counting in fives, twos and threes;
concept of +4 and 4;
doubling and halving;
sharing out equally;
bonds to 8;
word sums;
shapes  circle, triangle, square and rectangle;
money;
direction;
measuring length with thumbs;
graphs.
3.2.5 LEARNERS SECTION
3.2.6 Content
• Friends of 7
Figure 3.11
• Complete:
+ 4 =
6 + 1 = ....
2 + 5 = ....
7 + = ....
5 + 2 = ....
7 1 =
76 =
75 =
72 =
74 =
142
CHAPTER 3. TERM 3
LO 1.7
LO 1.9
Table 3.7
• Breaking up 7:
7 = 1 + 6
7 = +
7 = +
7 = +
7 = +
7 = +
7 = +
• Climb to the top of the tree. Pick the apples.
77 =
Figure 3.12
Complete the number sentences.
LO 1.7
LO 1.9
Table 3.8
Divide equally:
143
V •• q
/""•"\ f^*~\ f^\
• • • • •
• •
• • • • •
6b
• • • •
# • • •
]00
• • •
• • •
>ooo
Figure 3.13
• Find the prices of 3 products in a newspaper. Paste them here.
Figure 3.14
Which product is the most
expensive?
v
continued on next page
144
CHAPTER 3. TERM 3
• Which product is the
cheapest?
X
• Use a pocket calculator to
find out what it will cost to
buy everything?
• R
Table 3.9
LO 1.6
LO 1.5
Table 3.10
We eat healthy food: Ask your friends what they eat.
carrot
pumpkin
peas sweet potato
1
2
3
L
5
6
7
S
9
K>
Figure 3.15
• What we like more
• What we like less
• What we like least
• Write your own sums of 7:
• Use  and +
145
Figure 3.16
L0 5.5
LO 1.7
Table 3.11
Figure 3.17
146
CHAPTER 3. TERM 3
Estimate how many sums you have to do before you can eat the fruit?
• Count the sums
• Did you estimate correctly? Yes or No.
sums.
sums.
• Here you have one apple.
LO 1.7
Table 3.12
Figure 3.18
• I cut it in half.
Figure 3.19
Now I have
• Do the same with:
halves.
147
one pear
ves
hal
Ives
ves
Figure 3.20
Two halves are equal to whole.
LO 1.9
Table 3.13
• Colour these shapes and cut them out.
• Fold them in half.
• Cut along the fold.
• Paste them alongside each other.
148
CHAPTER 3. TERM 3
Figure 3.21
LO 1.9
• What do you notice?
Table 3.14
halves are equal to one whole.
LO 1.9
Table 3.15
Fill in the numbers: Begin with 2, 4,
149
i 6
32
26
Figure 3.22
• One pumpkin costs R4,00.
• Two pumpkins cost R
• Three pumpkins cost R
• How much do I pay if I buy the following?
3 apples at R5,00
1 pumpkin at R4,00
2 oranges at R1,00
The total price of everything is R
LO 1.5
LO 2.2
Table 3.16
3.2.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
150 CHAPTER 3. TERM 3
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.
3.3 Get clever with numbers  Module 5  03 3
3.3.1 MATHEMATICS
3.3.2 Get clever with numbers
3.3.3 EDUCATOR SECTION
3.3.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
3 This content is available online at <http://cnx.org/content/m31792/!. l/>.
151
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Winter
• A healthy environment: Clean water.
• Inclusively: Water for everyone.
• Human Rights: Everyone's right to use the source  water.
Activities around winter help the learners to understand:
number concept to 10;
counting in fives, twos and threes;
concept of +4 and 4;
doubling and halving;
sharing out equally;
bonds to 8;
word sums;
shapes  circle, triangle, square and rectangle;
money;
direction;
measuring length with thumbs;
graphs.
3.3.5 LEARNERS SECTION
3.3.6 Content
• Estimate and count.
Figure 3.23
152
CHAPTER 3. TERM 3
• Estimate
• Count —
• Halve: 10 12
• Double: 3 6
LO 1.1
LO 1.9
Table 3.17
Use uour thumb to measure
mu thumb
D
thumbs
thumbs
, thumbs
Figure 3.24
• The longest one is thumbs.
• The shortest is thumbs.
Complete:
153
Figure 3.25
LO 1.7
L0 4.5
Table 3.18
lA2A3/UA5A6A7/(8)
Figure 3.26
• Breaking up 8:
= 1 + 7
8 = +
8 = +
8 = +
8 = +
8 = +
8 = +
• Throw the dice for partners of i
154
CHAPTER 3. TERM 3
1+7 = 8
3 + .
J o o
L + .
6 +
V
= 8
.. =8
e
.. =8
2 +
5 +
o O
o°o
o 0j
7 +
= 8
= s
= g
Figure 3.27
LO 1.9
Table 3.19
• What is
He walks to the left.
She walks to the right.
Figure 3.28
155
9 I walk to the office. J \
I turn to the ggfH ft
(leftornqht?) ■ 7 <rft
D my classroom
9 I walk to the Grade 2 classroom. i i tof^
I turn to the ^>^^S>
TL T * ssr? q r
I hen 1 turn r^< wpo™
Use arrows to show how you Gr3  i_j \
go to the Grade 3 classroom. I ~0 V J \
turn... at the second gg) ft r^^
passage. Then I turn m,jcio S5 r omj
Figure 3.29
LO 3.6
Table 3.20
• Take an orange:
• Peel it carefully. Estimate and count the sections.
estimate.
count.
• Complete the number sentences.
3 + 4 =
5 + 3 =
6 + 2 =
8 + =
7+ 1 =
4 + 2 =
1 + 5 =
1 + 3 =
72 =
76 =
8 1 =
82 =
64 =
62 =
53 =
52 =
156
CHAPTER 3. TERM 3
LO 1.7
Table 3.21
• Count in 3s:
• Complete the sums with
b6 £) 66 *%}
•o W &®Q ^
+ 1 = 8) [... + 3 =
[... + 2 = 8)V?" 5 = "7 I57 = ..J
Figure 3.30
• Before 8 we have
• After 8 we have
• Between 9 and 7 we have
• Double 8
• Halve 8
LO 1.2
LO 1.7
Table 3.22
Add and build a snowman.
157
Figure 3.31
• What comes before:
11
12
10
9
8
• What comes after:
11
12
10
7
6
LO 1.2
LO 1.4
LO 2.2
Table 3.23
Quick thinking:
158
CHAPTER 3. TERM 3
6 \
3 \\
+L
7
/
/
V
Figure 3.32
6 + 4 =
3 + 4 =
2 + 4 =
1 + 4 =
5 + 4 =
l0 \
\
<k\
L
7
/
/
/
(/
Figure 3.33
64 = .
74 = .
84 = .
94 = .
104 =
159
Figure 3.34
• One bag of flour weighs 2 kg.
• Alt All of the bags together weigh
kg.
LO 1.7
Table 3.24
• We cook soup:
• One cup of soup costs 50c.
• I sell 2 cups of soup.
• IgetR
• I sell 4 cups of soup.
• IgetR
• We bake pancakes.
One pancake costs 20c.
• I sell 2 pancakes. Now I have
I sell 3 more pancakes for
• Now I count all my money.
Soup R
pancakes R
Altogether I have R
LO 1.5
Table 3.25
160 CHAPTER 3. TERM 3
3.3.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;
Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a
member of a group or team) to move or place self within the classroom or threedimensional objects in
relation to each other;
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assesseringstandaard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures.
3.4 Get clever with numbers  Module 6  01 4
3.4.1 MATHEMATICS
3.4.2 Get clever with numbers
3.4.3 EDUCATOR SECTION
3.4.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
4 This content is available online at <http://cnx.org/content/m31796/!. l/>.
161
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Signs of spring
• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.
• Inclusively: Everyone needs plants and animals in order to survive. Discuss
• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.
Activities around signs of spring help learners to understand:
• number concept to 11;
• counting in twos, threes and fives;
• counting backwards;
• repetitive addition;
• bonds to 10;
• ten and a number;
• +4 and 4;
• doubling, halving and sharing;
• train sums;
• shapes  oval;
• capacity  litre;
• measuring distance.
3.4.5 LEARNERS SECTION
3.4.6 Content
• Count the berries
162
CHAPTER 3. TERM 3
Figure 3.35
• There is a mouse in my house!
• Determine which mouse has run the furthest.
• Mark it like this: y/.
• Determine which mouse is closest to the hole. Mark it like this: X.
• What will you use to measure the distance?
n_
Figure 3.36
LO 1.1
L0 4.5
Table 3.26
163
Count :
Figure 3.37
There are donkeys in the field.
There are legs.
There are ears.
There are eyes.
There are tails.
Count: 4, 8, , 20.
• Complete:
LO 1.1
LO 1.8
LO 2.2
Table 3.27
Complete the numbers up to 20.
164
CHAPTER 3. TERM 3
A/V
Figure 3.39
Write the number name for:
comes before 10
. ... comes before 8
. ... comes before 13
. ... comes before 15
. ... comes before 12
. ... comes before 11
. ... comes before 20
. ... comes before 17
3 three
4
10
6
7
8
1
9
3
2
5
2
Table 3.28
• Divide equally:
S=
3 —
2. 1,JI
rfe
~® © IS ® <S> ©
1§T®
Figure 3.40
LO 1.3
LO 1.4
LO 1.6
LO 1.9
165
Table 3.29
• There are 3 chickens in the run.
• Each one lays 3 eggs.
• Now there are eggs.
• There are 12 eggs in one dozen.
• There are eggs in half a dozen..
• Count backwards:
@©oooooc
®@ooo
©®oo
@©ooooo
Figure 3.41
• The shape of this egg is an oval.
Figure 3.42
oval
• Colour in each oval.
166
CHAPTER 3. TERM 3
Complete the bonds of 9.
Figure 3.43
LO 1.2
LO 1.7
LO 3.1
Table 3.30
9 = + .
9 = + .
9= + .
9 = + .
9 = + .
9= + .
9= + .
9= + .
Figure 3.44
LO 1.8
Table 3.31
167
Figure 3.45
1+ [ ]»<J
8 +
= <?
L+\ZJ^
3 +
= 9
2+ n=s
6 +
= S
7+ =S
Figure
3.46
5 +
= S
LO 1.8
Table 3.32
• The mouse is looking for a piece of cheese:
Figure 3.47
168
CHAPTER 3. TERM 3
Figure 3.48
Figure 3.49
• Each bottle contains 1 £ of milk.
There are £ of milk altogether.
• I drink 2£ .
Now there are £ left.
• 1 £ of milk costs R2.00.
I pay R for 6 £ of milk.
LO 1.8
LO 1.5
LO 4.6
Table 3.33
• Train sums:
169
yb +3 9 2 B'Q + ^
1§ — @T ®~© W© ^T© <32)<s)
Figure 3.50
3+£2=
3 + £l =
2+L2=
2+2+3=
6 + 14 =
6+2£=
933=
8Z.2
Draw a picture. Use only 0's D's A s and I  's.
Figure 3.51
LO 1.8
L0 3.1
Table 3.34
170
CHAPTER 3. TERM 3
9 There are 6 eggs in the pan.
Jo
9 I get and Peter gets
9 Divide:
6 eggs among Peter, John and James.
o ' o
o o o
Each one gets e 33 s 
9 Divide 12 eggs among 6 children.
O Q O Q O O
O O O O O O
Each o ne gets e ggs.
© Divide ^ eggs among 3 children.
ooooooooo
Eac h one gets e 99 s *
Figure 3.52
Think quickly.
LO 1.6
Table 3.35
7
8
9
6
3
2
1
4
5
+4
11
Table 3.36
Complete:
Table 3.37
171
7
8
9
10
4
5
7
6
8
11
4
Figure 3.53
LO 1.8
Table 3.38
3.4.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forward and backwards in;
172 CHAPTER 3. TERM 3
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures;
Assessment Standard 4.6: We know this when the learner is introduced to the litre.
3.5 Get clever with numbers  Module 6  02 5
3.5.1 MATHEMATICS
3.5.2 Get clever with numbers
3.5.3 EDUCATOR SECTION
3.5.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
5 This content is available online at <http://cnx.org/content/m31797/!. l/>.
173
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Signs of spring
• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.
• Inclusively: Everyone needs plants and animals in order to survive. Discuss
• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.
Activities around signs of spring help learners to understand:
• number concept to 11;
• counting in twos, threes and fives;
• counting backwards;
• repetitive addition;
• bonds to 10;
• ten and a number;
• +4 and 4;
• doubling, halving and sharing;
• train sums;
• shapes  oval;
• capacity  litre;
• measuring distance.
3.5.5 LEARNERS SECTION
3.5.6 Content
• Complete:
174
CHAPTER 3. TERM 3
Figure 3.54
4,8,
,20,
•,32,
40.
LO 1.7
LO 1.8
LO 2.2
Table 3.39
• Take a lc, 2c and 5c coin and rub them off here with your pencil.
• What do you see on all three coins?
Figure 3.55
• Take a 10c, 20c and 50c coin and rub them off here with your pencil.
• What do you see on all three coins?
175
Figure 3.56
• In my purse I have:
Figure 3.57
Figure 3.58
176
CHAPTER 3. TERM 3
Figure 3.59
Figure 3.60
LO 1.5
Table 3.40
177
Figure 3.61
5
4
3
1
8
purple
black
yellow
red
brown
Table 3.41
Figure 3.62
178
CHAPTER 3. TERM 3
Figure 3.63
How many flowers?
Double them
• Double:
LO 1.2
LO 1.8
LO 1.9
Table 3.42
Figure 3.64
• Halve:
179
Figure 3.65
Complete:
2
3
6
4
7
8
+2
+3
+4
Table 3.43
6
8
9
10
7
5
2
3
4
Table 3.44
LO 1.8
LO 1.9
Table 3.45
Count in 2's.
180
CHAPTER 3. TERM 3
• » # • •
13
<$®&%T
2 t
Figure 3.66
Count:
10^
g
*£3tf
C
Figure 3.67
181
10^
&£
r
Figure 3.68
• Write the bonds of 10.
Figure 3.69
LO 1.8
LO 1.9
Table 3.46
Write the bonds of 10.
182
CHAPTER 3. TERM 3
Figure 3.70
Complete:
10 = ....
10 =
10 =
10 =
10 =
10 =
10 =
10 =
+
+
+
• Count: 1, , 3, , , , 7,
• comes after ten 11 eleven 11
•i i
10, 11.
LO 1.2
LO 1.8
Table 3.47
• In which order does the seed grow?
183
'"?■ %:':■ '■'■
$
Figure 3.71
• Complete:
12 = 10 +
13 = 10 + . .
14 = 10 + . .
15 = 10 + ..
16 = 10 + . .
17= 10 + ..
18 = 10 + . .
19 = 10 + . .
1
2
3
4
5
6
7
8
9
10
+10
Table 3.48
LO 1.9
LO 4.2
Table 3.49
3.5.7 Assessment
Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forward and backwards in;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
184 CHAPTER 3. TERM 3
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).
3.6 Get clever with numbers  Module 6  03 6
3.6.1 MATHEMATICS
3.6.2 Get clever with numbers
3.6.3 EDUCATOR SECTION
3.6.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Signs of spring
6 This content is available online at <http://cnx.org/content/m31799/!. l/>.
185
• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.
• Inclusively: Everyone needs plants and animals in order to survive. Discuss
• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.
Activities around signs of spring help learners to understand:
• number concept to 11;
• counting in twos, threes and fives;
• counting backwards;
• repetitive addition;
• bonds to 10;
• ten and a number;
• +4 and 4;
• doubling, halving and sharing;
• train sums;
• shapes  oval;
• capacity  litre;
• measuring distance.
3.6.5 LEARNERS SECTION
3.6.6 Content
• The story of eleven.
Figure 3.72
The number name of is eleven.
11 comes before
11 comes after
11 is one less than
11 is one more than
11 is between and
186
CHAPTER 3. TERM 3
SN^^
9 + 2 = 11
io ^m
8
10 +
; +
7 +
6 +
= 11
11
= 11
11
Figure 3.73
LO 1.4
LO 1.7
Table 3.50
• Quick quizzi
ng 1 = 11
10 + 2 =
10 + 3 =
10 + 4 =
10 + 5 =
10 + 6 =
10 + 7=
10 + 8 =
• Complete the bonds of 10.
187
S+_ 7+_
Figure 3.74
• Count:
3,6,
,15,
.,24,
., 30.
LO 1.7
LO 1.8
LO 2.2
Table 3.51
188
CHAPTER 3. TERM 3
9 There are 3 eggs in each nest.
There are e 99 s *
3 + 3= A
9 There are 2 eggs in each nest.
There are e 99 s 
2+2+2A
® There are L chicks in each nest.
There are chicks.
L+L=A
9 There are 3 chicks in each nest.
There are chicks.
3+3+3=A
Figure 3.75
4 + 4 + 4 =
3 + 3 + 3 =
2 + 2 + 2 =
5 + 5 + 5 =
4 + 4 =
3 + 3 =
2 + 2 =
5 + 5 =
6 + 6 =
LO 1.7
Table 3.52
Think carefully! Ask your friend to check whether your sums are correct.
3 + 3 + 1 = ...
4 + 42 =
189
6 + 62 
5 + 52 
3 + 22 
8 + 13 
62 + 3 
64 + 3 
7 + 21 
9 1 2 =
1022
935 =
63 + 2 =
7+ 11 =
8 + 1 + 1
7 + 24 =
• Double:
Figure 3.76
• Halve:
Figure 3.77
190
CHAPTER 3. TERM 3
Count in 5's:
LO 1.8
LO 1.9
LO 1.10
Table 3.53
Figure 3.78
• Do the magic square of 10.
10
3
5
2
2
Table 3.54
Find pictures that look like a triangle. Paste them here.
191
Figure 3.79
LO 1.2
LO 1.8
LO 3.1
Table 3.55
3.6.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forward and backwards in;
Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Assessment Standard 1.10: We know this when the learner explains own solutions to problems.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
192 CHAPTER 3. TERM 3
Chapter 4
Term 4
4.1 Number Fun  Module 7  01 1
4.1.1 MATHEMATICS
4.1.2 Number Fun
4.1.3 EDUCATOR SECTION
4.1.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
lr rhis content is available online at <http://cnx.org/content/m31804/!. l/>.
193
194 CHAPTER 4. TERM 4
12. develop entrepreneurial opportunities.
• Integration of Themes: Spring
• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.
• Human Rights: Learners should be protected against poisons.
Activities around spring in nature:
• counting to 50 and to 100;
• counting back from 38;
• counting in l's, 2's, 3's, 4's, 5's and 10's;
• number concept 1 to 17;
• bonds to 9, incidentally to 12;
• +5 and 5;
shapes  characteristics of cubes, blocks and spheres;
position changes shapes;
length of shadows;
time: days of the week, today, yesterday and tomorrow;
wordsums with money.
Learners must listen carefully to the poem. Ensure that they can say the names of the days in the correct
order. Ask questions about the activities that describe each day in the poem.
They need to cut out the names of the days of the week, ordinals and pictures on p. 2 and paste them
in the correct spaces as directed on the clock on p. 3.
The completed clocks can be mounted on cardboard. String can be threaded through the holes and the
clocks can be displayed in the classroom.
4.1.5 LEARNERS SECTION
4.1.6 Content
• Listen to the poem.
•
Listen again and say the poem together.
Decorate the page.
Sunday is the first day.
of every week,
of every year.
The second day is Monday.
wake up early so
and off to school we go.
The third day is Tuesday.
porridge for me and you
and some fruit juice too.
The fourth day is Wednesday.
I'll straighten your tie
and dish up some pie!
The fifth day is Thursday.
the sun will shine
the day is fine.
The sixth day is Friday.
there's a cake to bake
for goodness sake!
195
And then its the seventh day
it's Saturday.
no school today!
Sunday, Monday and Tuesday
Wednesday, Thursday and Friday.
SATURDAY!
G.J.M.HIP  HIP  HOORAY!
LO 4.2
Table 4.1
4.1.6.1 My clock for the week
• Cut out.
• Paste.
• Listen again to the poem so that you will know where to paste the pictures.
• Decorate your clock with pretty patterns.
Monday
Wednesday
Friday
Saterday
Tuesday
Thursday
Sunday
first
third
second
fourth
sixth
seventh
nth
196
CHAPTER 4. TERM 4
4.1.6.2 My clock for the week
Figure 4.1
LO 4.2
LO 5.5
Table 4.2
• Complete the following sentences.
• Let your clock of the week help you.
1 . Today is
2 . Tomorrow is
3. Yesterday was
4 and are weekend.
5. There are days in a week.
6. The first day of the week is
7. The last day of the week is
8 comes after Monday.
9 comes after Thursday.
10 comes before Monday.
11 comes before Thursday.
LO 4.2
L0 4.3
Table 4.3
197
4.1.6.3 My clock for the day
• Read.
Figure 4.2
Draw your own pictures to match the time of day /night.
LO 4.1
Table 4.4
• Follow the path of the bee to every flower.
• Count the flowers.
• Write the number and number name.
198
CHAPTER 4. TERM 4
12 twelve
Figure 4.3
LO 1.1
LO 1.3
Table 4.5
Complete the sentences
1. 12 comes after
2. 12 is one more than.
3. 2 more than ten is....
4. 2 less than 12 is
• Here are flowers .
199
Figure 4.4
• Halve the 12 flowers.
The half of 12 is
• Here are flowers .
Figure 4.5
Draw the same number. (Double.)
r\,o
Figure 4.6
12 doubled is.
LO 1.3
LO 1.4
Table 4.6
200
CHAPTER 4. TERM 4
• I have 12 doves.
• Here they are.
Figure 4.7
Some fly to their nests. How many stay outside?
&S &X
TT4
10
lil^HS
n
7
12
ns=us
8
• Write the sums to make 12.
10 + 2 = 12
Figure 4.8
LO 1.7
Table 4.7
201
• Think with dice.
F^ ^
Mi^J
FV^ I?
5=..
3+3 =
Figure 4.9
• Write the number sentences and the answers.
R^X p^ZX ^v
* X^ ^
^t
F^
1» »
F^*
F^ F^
• •
F^
M^
FP^ F^
^4U
^^k I^V^x Fv^
M!
• •
•
F?%
• »
Ms_s,
Figure 4.10
• Count:
3+ 3 , 6+ 3 ,
36
202 CHAPTER 4. TERM 4
LO 1.2
LO 1.7
Table 4.8
4.1.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forward and backwards in;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.1: We know this when the learner describes the time of day using vocabulary
such as 'early', late morning', 'afternoon' and 'night';
Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.
4.2 Number Fun  Module 7  02 2
4.2.1 MATHEMATICS
4.2.2 Number Fun
4.2.3 EDUCATOR SECTION
4.2.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
2 This content is available online at <http://cnx.org/content/m31825/!. l/>.
203
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Spring
• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.
• Human Rights: Learners should be protected against poisons.
Activities around spring in nature:
counting to 50 and to 100;
counting back from 38;
counting in l's, 2's, 3's, 4's, 5's and 10's;
• number concept 1 to 17;
•
bonds to 9, incidentally to 12;
• +5 and 5;
•
shapes  characteristics of cubes, blocks and spheres;
• position changes shapes;
• length of shadows;
• time: days of the week, today, yesterday and tomorrow;
wordsums with money.
•
4.2.5 LEARNERS SECTION
4.2.6 Content
4.2.6.1 Sums in the sun
• Work with a friend.
204
CHAPTER 4. TERM 4
Complete.
Figure 4.11
Figure 4.12
Count backwards.
38, 36,
22
LO 1.2
LO 1.8
LO 2.2
Table 4.9
4.2.6.2 Build triangles with numbers
• Bonds of 8 are ....
205
Figure 4.13
Bonds of 9 are ....
• Complete.
Figure 4.14
Figure 4.15
LO 1.2
LO 1.8
Table 4.10
206
CHAPTER 4. TERM 4
4.2.6.3 Mom's birthday
Figure 4.16
• Mom has red roses. Two break off.
Now there are roses left.
• She has roses left over. She gives three away.
Now there are only roses left.
• Would you like to draw the roses?
LO 1.9
Table 4.11
• Work with a friend.
• Stand outside in the sun at 12 o'clock.
• See how long your shadow is.
• Ask your friend to measure the length of your shadow with his/her feet.
• He/she says, "The length of your shadow is feet.
• (Now let your friend stand and you measure his/her shadow.)
• Do the same one hour later.
• Now my shadow is (longer/shorter)
• Find out why?
LO 4.2
207
Table 4.12
Use the balance and measure ....
Figure 4.17
1 tops are heavier than my rubber.
2. 5 tops are than my pencil, (lighter/heavier)
3. The rubber is than my pencil., (lighter/heavier)
4. My pencil is as heavy as
5. My pencil sharpener is than my rubber, (lighter/heavier)
6 tops measure the same as my pencil. They have the same mass.
LO 4.5
Table 4.13
• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my gar
den
• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked flowers.
• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were
apples in the basket.
• Draw an apple:
from the top
from the side
from the bottom
LO 1.8
LO 3.5
Table 4.14
208
CHAPTER 4. TERM 4
• Everything has a shape.
• Can you see what these shapes are?
aboard
tree
9"'
ass
1 1
o
o
u u
tin
Figure 4.18
• Join the shape to its name.
• What do these look like from the top?
• Guess  will their shapes be the same?
Yes or no?
• Give a reason for your answer.
• This is what they look like from the top. Join them.
kj
o
□
glass
tree
tin
cupboard
Figure 4.19
L0 3.1
L0 3.5
Table 4.15
209
X
/
,
cube/block
Y
Figure 4.20
• Draw the cube/block from the top.
• Draw the cube/block from the x.
• Draw the cube/block from the bottom.
• Discuss the shapes of the cube's/block's faces which you have drawn.
Choose one and colour it.
The faces are all the same shape.
The faces are all different.
Table 4.16
LO 3.1
LO 3.5
Table 4.17
Z7\
Figure 4.21
• This is a cube.
• It looks like a...
210
CHAPTER 4. TERM 4
Figure 4.22
• This is a sphere.
• It looks like a
• Complete.
The can roll.
The cannot roll.
The has corners.
The has no corners.
L0 3.1
LO 3.2
Table 4.18
• Draw:
a big cube
a small cube
a big sphere
a small sphere
LO 3.1
Table 4.19
4.2.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forward and backwards in;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
211
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
twodimensional shapes and threedimensional objects;
Assessment Standard 3.5: We know this when the learner describes one threedimensional object in
relation to another (e.g. 'in front' or 'behind');
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures.
4.3 Number Fun  Module 7  03 3
4.3.1 MATHEMATICS
4.3.2 Number Fun
4.3.3 EDUCATOR SECTION
4.3.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
3 This content is available online at <http://cnx.org/content/m31827/!. l/>.
212
CHAPTER 4. TERM 4
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Spring
• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.
• Human Rights: Learners should be protected against poisons.
Activities around spring in nature:
counting to 50 and to 100;
counting back from 38;
counting in l's, 2's, 3's, 4's, 5's and 10's;
number concept 1 to 17;
bonds to 9, incidentally to 12;
+5 and 5;
shapes  characteristics of cubes, blocks and spheres;
position changes shapes;
length of shadows;
time: days of the week, today, yesterday and tomorrow;
wordsums with money.
4.3.5 LEARNERS SECTION
4.3.6 Content
• Colour all the same shapes in the same colour.
(O
Figure 4.23
Complete.
213
o
circles
A
triangles
rectangles
a
squares
Figure 4.24
There are more than ....
There are less than
Complete.
L0 3.1
LO 5.2
L0 5.5
L0 5.6
Table 4.20
Figure 4.25
214
CHAPTER 4. TERM 4
Figure 4.26
• Draw 50 butterflies.
• Count the butterflies.
LO 1.1
LO 1.8
Table 4.21
17
/
V



V
/ 1
2
3
1
2
3
L
1 \
Figure 4.27
Tower 7 is (high or low)
Tower 17 is (high or low
Tower 7 is than tower 17.. (higher or lower)
Tower 17 is than tower 7.. (higher or lower)
Complete both towers. The "+" sign will help you.
Choose one and colour in.
215
Maklik! Moeilik! Oeps!
Figure 4.28
4.3.6.1 A mother and her babies
• Count the babies.
LO 4.5
Table 4.22
Figure 4.29
13 thirteen
• There are There are
Count the babies.
216
CHAPTER 4. TERM 4
Figure 4.30
14 fourteen
• There are
fish.
LO 1.1
LO 1.3
Table 4.23
• Write your own number sentence.
• Write them under the nests which have their answers.
• Only use these numbers and signs.
• Tell a friend how you did your sums.
2 3 5 7 +
3 + 57 = 1
Figure 4.31
217
LO 1.8
Table 4.24
Complete:
\L
fourteen
ooooo
ooooo
oooo
OOOO
oooo
10
eleven
oooo
oooo
oooo
Figure 4.32
LO 1.3
Table 4.25
218
CHAPTER 4. TERM 4
Count the grapes on the bunch.
IS
fiffc
een
Complete
10+1 =
10 + 3 =
10 + 5 =
10 + 4 =
Try th>
1110 =
1310 =
1510 =
It 10 =
Figure 4.33
LO 1.1
LO 1.3
LO 1.7
Table 4.26
• In my purse I have:
219
Figure 4.34
LO 1.5
Table 4.27
• Divide these flowers equally into the vases.
• Tell a friend how you did this.
220
CHAPTER 4. TERM 4
owers
Figure 4.35
• Draw 16 spiders.
• Draw seventeen ants.
LO 1.6
Table 4.28
LO 1.1
LO 1.3
Table 4.29
4.3.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
221
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures.
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.');
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.
4.4 Number Fun  Module 7  04 4
4.4.1 MATHEMATICS
4.4.2 Number Fun
4.4.3 EDUCATOR SECTION
4.4.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
4 This content is available online at <http://cnx.org/content/m31828/!. l/>.
222
CHAPTER 4. TERM 4
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Spring
• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.
• Human Rights: Learners should be protected against poisons.
Activities around spring in nature:
counting to 50 and to 100;
counting back from 38;
counting in l's, 2's, 3's, 4's, 5's and 10's;
number concept 1 to 17;
bonds to 9, incidentally to 12;
+5 and 5;
shapes  characteristics of cubes, blocks and spheres;
position changes shapes;
length of shadows;
time: days of the week, today, yesterday and tomorrow;
wordsums with money.
4.4.5 LEARNERS SECTION
4.4.6 Content
One more
One less
11
11
13
13
15
16 sixteen
15
14
14
16
seventeen
16
12
12
Table 4.30
LO 1.3
223
Table 4.31
• Complete the numbers along the footpath.
r^M* • • • ^
2 3
• • « *
Figure 4.36
LO 1.2
LO 2.2
Table 4.32
Complete the pictures. Begin with the tree and then do the apples.
224
CHAPTER 4. TERM 4
70*
■:o
,5^20
80
K t
2 *6
50
• 55
4 * 12
£0 5
60 ♦
. %
• «
Beqin
V
53 52 5 — « ioo
Figure 4.37
LO 1.2
LO 2.2
Table 4.33
Colour in the patterns on Thandi and Themba's mugs.
225
Figure 4.38
Design your own ethnic patterns for your own mug.
Figure 4.39
LO 2.3
LO 2.5
Table 4.34
• Play Ladders and Steps with a friend.
• Use a dice.
• Climb up the ladder [U+F023] .
• Run down the steps 3.
226
CHAPTER 4. TERM 4
55 SL 53
6S
6L '65 66 T 67
52 5H 50
H
a cr i6 y g
Ik V 
4." 5 1 6 7
\L 13
8
Rtf
5 2L 33 32
25 26 27 28 29 30
Figure 4.40
LO 1.1
LO 1.3
Table 4.35
4.4.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;
Assesseringstandaard 2.3: We know this when the learner creates own patterns;
Assesseringstandaard 2.5: We know this when the learner identifies, describes and copies geometric
patterns in natural and cultural artifacts of different cultures and times.
227
4.5 Number Fun  Module 8  01 5
4.5.1 MATHEMATICS
4.5.2 Number Fun
4.5.3 EDUCATOR SECTION
4.5.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Holidays
• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able
to buy basics.
Activities are designed around "Holiday Time". These consist of:
• number concept 1 to 19;
• counting activities in 2's, 3's, 4's, 5's and 10's
• halving and doubling to 20;
• wordsums;
• sharing;
• symmetry;  left and right sides;
• directions using a map;
• bonds of 10;
5 This content is available online at <http://cnx.org/content/m31833/!. l/>.
228
CHAPTER 4. TERM 4
• multiplication as repeated addition;
• graph to show the sale of books and
• speed tests.
4.5.5 LEARNERS SECTION
4.5.6 Content
• Write your telephone number here.
• Use these numbers and the signs f ,  and = and make up your own number sentences.
Complete.
LO 1.8
Table 4.36
Figure 4.41
229
LO 1.9
Table 4.37
Complete the pattern on my handkerchief
A(o)
0¥¥0
DDAX DD
co/// Oco
©,>o
fe^AV 3 ©
Figure 4.42
Design your own patterns for your own handkerchief.
LO 2.1
LO 2.3
Table 4.38
• Read the following weather guide .
Cape Town 20 oQ
Vredendal24 oQQ
Bloemfontein 1 8 oQQ
Durban 22 oQQ
George 1 5 oQQ
• Arrange the temperatures from the least to the most.
230
CHAPTER 4. TERM 4
Arrange the temperatures from the most to the least.
• Design weather signs for:
sunny snow
rainy cloudy
LO 1.4
Table 4.39
• Help the frog to get to the pond.
• Count the blocks and move right or left, or down , or up.
The first one has been done for you.
Beqin he
h ^Ti"
' "'^P
(g^r i
Figure 4.43
1. Jump 3
2. Jump 4
3. Jump 4
4. Jump 6
5. Jump 2
6. Jump 4
7. Jump 4
8. Jump 1
9. Jump 1
10. Jump
blocks down,
blocks right,
blocks down,
blocks left,
blocks up.
blocks right,
blocks down,
block left,
block down.
blocks .
to dive into the pond.
231
LO 3.6
Table 4.40
4.5.6.1 A map of our town
Figure 4.44
• Draw the shortest route for Peter to his school. Use red.
• Draw the shortest route for Sally to the shop. Use blue.
• Draw the shortest route from the school to the church. Use green.
• Tell one another where the shortest routes are.
LO 4.5
Table 4.41
Write or draw an envelope here.
232
CHAPTER 4. TERM 4
Figure 4.45
The shape of the envelope is a (circle, square or rectangle).
Count the letters in the word, enve1ope letters.
Double the number of letters
Halve the number of letters
Which numbers come before the number of letters?
Which numbers come after the number of letters?
Group the number of letters into two's two's.
LO 1.4
LO 1.6
LO 1.9
L0 3.1
Table 4.42
4.5.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes);
Assesseringstandaard 2.3: We know this when the learner eie patrone skep.
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
233
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two
dimensional shapes and threedimensional objects in the classroom and in pictures.
Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a
member of a group or team) to move or place self within the classroom or threedimensional objects in
relation to each other.
Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assesseringstandaard 4. 5: Assessment Standard 4.5: We know this when the learner estimates,
measures, compares and orders threedimensional objects using nonstandard measures.
4.6 Number Fun  Module 8  02 6
4.6.1 MATHEMATICS
4.6.2 Number Fun
4.6.3 EDUCATOR SECTION
4.6.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Holidays
• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able
to buy basics.
6 This content is available online at <http://cnx.org/content/m31836/!. l/>.
234
CHAPTER 4. TERM 4
Activities are designed around "Holiday Time". These consist of:
number concept 1 to 19;
counting activities in 2's, 3's, 4's, 5's and 10's
halving and doubling to 20;
wordsums;
sharing;
symmetry;  left and right sides;
directions using a map;
bonds of 10;
multiplication as repeated addition;
graph to show the sale of books and
speed tests.
4.6.5 LEARNERS SECTION
4.6.6 Content
4.6.6.1 The shops are having a sale
• Draw what you would like to buy.
RIO
RIO
RIO
RIO
Table 4.43
• How much money will you need? R
• The shop gives you a further discount of R5. You only pay R
Draw R5 in different coins.
LO 1.5
Table 4.44
Exchange these coins for smaller coins.
235
Figure 4.46
LO 1.5
Table 4.45
• Estimate (guess) how many bottles of paint are on the shelf.
• My guess is bottles.
Count the bottles.
236
CHAPTER 4. TERM 4
Figure 4.47
• There are bottles.
• One less:
• One more:
• Two less:
• Two more:
• Ten less:
• Complete the number line.
lo  _ _  _   IT
Figure 4.48
LO 1.1
LO 1.7
LO 1.9
Table 4.46
237
4.6.6.2 Switch on the lights
Figure 4.49
Figure 4.50
LO 1.7
LO 1.8
Table 4.47
Count the presents.
238
CHAPTER 4. TERM 4
Figure 4.51
• There are eight presents.
• Write the number and number name again 18 eighteen
• One more than 18
• One less than 18
• Draw 18 bows.
LO 1.1
LO 1.3
Table 4.48
Figure 4.52
239
• There are
• Complete the number sentences.
+ = 10
5 + = 10
4 + = 10
3 + = 10
8 + = 10
1 + = 10
2 + = 10
10 3 =
10 9 =
10 2 =
10 5 =
107=
10 1 =
10 4 =
candles.
LO 1.1
LO 1.8
Table 4.49
• I want to decorate each room with bells.
• Draw the bells.
2 in each corner bells.
4 in each corner bells.
3 in each corner bells.
5 in each corner bells.
Completed + 2 + 2 + 2 = . 3 + 3 + 3 = . 4 + 4 +
4 = .
1 in each corner bells.
Table 4.50
LO 1.7
Table 4.51
240
CHAPTER 4. TERM 4
4.6.6.3 Read and match
nineteen
/"MU
fifteen
/ II
eighteen
12
eleven
13
thirteen
\L
seventeen
15
ten ^____
16
twelve
17
fourteen
IS
sixteen
Figure 4.53
19
• Complete.
2 4 6
LO 1.3
LO 2.2
Table 4.52
4.6.7 Assessment
Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
241
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.
4.7 Number Fun  Module 8  03 7
4.7.1 MATHEMATICS
4.7.2 Number Fun
4.7.3 EDUCATOR SECTION
4.7.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Holidays
• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able
to buy basics.
7 This content is available online at <http://cnx.org/content/m31838/!. l/>.
242
CHAPTER 4. TERM 4
Activities are designed around "Holiday Time". These consist of:
• number concept 1 to 19;
• counting activities in 2's, 3's, 4's, 5's and 10's
• halving and doubling to 20;
• wordsums;
• sharing;
• symmetry;  left and right sides;
• directions using a map;
• bonds of 10;
• multiplication as repeated addition;
• graph to show the sale of books and
• speed tests.
4.7.5 LEARNERS SECTION
4.7.6 Content
4.7.6.1 Books on the shelf in the shop
• Count.
nineteen
Figure 4.54
• Draw.
243
Figure 4.55
LO 1.1
LO 1.3
Table 4.53
4.7.6.2 We visit the bookshop
• These books are all on sale.
• Each book is marked R5.
1. Marco buys 3 books. He pays R
2. Sally buys 4 books. She pays R
3. Jim has R25. How many books can he buy? books.
4. Rob has R20. He may only spend half on books. How many books can he buy?
books books.
5. Mary has R30. She buys 4 books. She has R left over..
6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How
much change will he get? He will get R change.
7. How many books must the shop sell to make R100?
Count: 5 + 5 + 5 + 5
LO 1.5
Table 4.54
• Complete the graph.
• Answer the questions.
244
CHAPTER 4. TERM 4
My graph on the sale of books
Marco
•
•
•
Sally
Jim
Rob
Mary
Sam
2 3 L 5 6 7 S
Figure 4.56
LO 5.5
Table 4.55
• Complete the numbers on the number lines.
• Complete the number sentences.
Figure 4.57
2 =
 4 1 =
 2 + 2 =
■ 1  1 =
23 =
24 =
34 =
43 =
245
10 II
Figure 4.58
10 + 6 + 1 =
10 + 3 + 3 =
10 + 7 + =
10 + 1 + 4 =
10 + 6  1 =
172 =
163 =
15 1 =
144 =
132 =
LO 1.7
LO 1.8
LO 1.9
Table 4.56
• Discuss these activities.
• Mark the ones that take a long time, with 1.
• Mark the ones that take a short time, with 2.
• Colour in the pictures.
246
CHAPTER 4. TERM 4
Figure 4.59
LO 4.2
Table 4.57
• I share out my marbles among my friends like this.
• How many does each get?
247
L marbles among 1+ friends.
Each one gets marbles,
6 marbles between 2 friends.
00
Each *
>get:
one qets marl
bles.
Sf marbles amonq 3 friends.
10 marbles among 5 friends.
Each
one
gets
marbles
ble
Each i
i gets
marbles
bk
% marbles among L friends.
5 marbles among 5 friends.
Each one gets marbles.
Each
one
gets
marble
Figure 4.60
LO 1.6
Table 4.58
• I share out my sweets among my friends.
• How many does each one get and how many sweets are left over?
248
CHAPTER 4. TERM 4
5 sweets among L friends.
7 sweets between 2 friends.
IfIm
#^
gjt ° ° ©
Each one gets sweets
and are left over.
Each one gets sweets
and are left over.
8* sweets among 3 friends.
5 sweets between 2 friends.
Each one gets sweets
and are left over.
Each one gets sweets
and are left over.
S sweets among 2L friends.
6 sweets among L friends.
Each one gets sweets
and are left over.
Each one gets sweets
and are leftover.
Figure 4.61
LO 1.6
Table 4.59
Complete the counting pattern and join the numbers, e.g. count in two's.
249
1
5
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7
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15
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90
60 i
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45
30
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95
100
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5, 10.
10. 20.
Figure 4.62
LO 1.2
LO 2.2
Table 4.60
4.7.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
250 CHAPTER 4. TERM 4
Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assesseringstandaard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower);
Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.
Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.
4.8 Number Fun  Module 8  04 8
4.8.1 MATHEMATICS
4.8.2 Number Fun
4.8.3 EDUCATOR SECTION
4.8.4 Memorandum
INTRODUCTION
The Grade 1 educator needs to determine whether the learners have attended a preprimary class or not.
For the learners who have not attended a preprimary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended preprimary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.
TIME SCHEDULE
Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.
Critical and developmental outcomes:
8 This content is available online at <http://cnx.org/content/m31841/!. l/>.
251
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
7. demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation;
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national, and global communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
• Integration of Themes: Holidays
• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able
to buy basics.
Activities are designed around "Holiday Time". These consist of:
• number concept 1 to 19;
• counting activities in 2's, 3's, 4's, 5's and 10's
• halving and doubling to 20;
• wordsums;
• sharing;
• symmetry;  left and right sides;
• directions using a map;
• bonds of 10;
• multiplication as repeated addition;
• graph to show the sale of books and
• speed tests.
252
CHAPTER 4. TERM 4
4.8.5 LEARNERS SECTION
4.8.6 Content
4.8.6.1 Symmetry
Figure 4.63
L0 3.5
Table 4.61
• Discuss the similarities between the 2 halves (left half and right half) of your body. If the 2 halves are
exactly the same we say they are symmetrical.
• Look around the room and find things that are symmetrical. Discuss these with one another.
L0 3.4
Table 4.62
253
O
Figure 4.64
Here is Peter.
Mark his left side with 1.
Mark his right side with r.
Colour the cube (block) to the left of Peter in red.
Colour the sphere to the right of Peter in yellow.
Colour the sphere behind Peter in green.
Colour his left side in blue.
LO 3.4
Table 4.63
• Complete the butterfly.
• Discuss whether the butterfly is symmetrical.
254
CHAPTER 4. TERM 4
eft
right
Figure 4.65
Colour the shapes that are symmetrical.
Figure 4.66
L0 3.4
Table 4.64
4.8.6.2 A maths race
• Play with a friend.
• See who is the first to write in all the answers.
• Change papers and mark each other's sums.
255
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L
10
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II
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13
S
12
+
6
9
7
3
L

L
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17
19
20
£0
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Figure 4.67
LO 1.7
Table 4.65
256
CHAPTER 4. TERM 4
/
/
/
jt
/
"\
/
,
/
/
Figure 4.68
• Draw the bell again.
• Count how many squares did you use for the bell.
• Colour it neatly.
squares.
• Count.
2,
3,
4,
5,
.,10,
15,
20,
25,
...., 18,
32, 36,
..,3
45
LO 1.1
LO 2.2
LO 4.5
Table 4.66
• Guess which shape is bigger? A or B.
• Count the squares in each shape to find out if you are right or wrong.
• Colour the shape that is bigger.
—
/
\

\
V
/
\
/
^
y
N
\
B
A
Figure 4.69
257
• I guess is bigger.
• A = squares. B =
• I was (right or wrong) .
squares.
A
B
Figure 4.70
• I guess is bigger.
• A = squares. B =
• I was (right or wrong) .
squares.
LO 3.2
LO 4.5
Table 4.67
• Draw 20 stars on the tree.
• Write the name and number name.
258
CHAPTER 4. TERM 4
Figure 4.71
• comes before 20.
• 20 is one more than
• 20 is ten less than
• Double 20,
• Halve 20,
LO 1.1
LO 1.3
LO 1.4
LO 1.9
Table 4.68
• Read, think and complete.
1 If I have 18 stars for 2 trees, I can hang stars on each tree.
2 I want to hang 12 stars on the tree but I only have 9 stars. I must get
more stars.
3 There are 11 stars in one packet and 5 stars in the other packet. Altogether there are
stars.
4 One packet of stars cost R5. For 3 packets I will pay R
5 How much change will I get if I pay with R20? R change.
6 I counted 34 stars on the trees. 5 stars fell off. There are stars left.
7 Count the stars:
9 + 2 + 3 + 4 =
LO 1.5
LO 1.7
Table 4.69
Complete.
259
16 +
17 +
IS +
R +
20 +
lD
in
in
16 + 2= □
it+2n
B + 2=n
I8 + 2=G
i7 + 2n
18 + 3 = □
16 + 3 = □
l7+3=[ = ,
15+3 =□
Figure 4.72
• Ask a friend to mark your test.
/15
174 A 205= A 151= A
B4 A 165= A "63= A
134= A 14 5= A 121= A
144= A 135= A B3 A
124= A 125= A n2 A
Figure 4.73
• Ask another friend to mark your test.
/15
• Are you (Choose one and colour in).
260
CHAPTER 4. TERM 4
Sad?
Happy? Very happy?
Figure 4.74
LO 1.7
LO 1.1.1
Table 4.70
• Complete the answers.
• If the answer is more than 20, colour the shape green.
• If the answer is less than 20, colour the shape yellow
• Draw the face of the animal.
261
*.
\ 7^ 3 Y9
^
V w
/0
si /\ L
'<0
/
Y°^6
T»
s \
/ °
(z + Z. +J^
JB K
*X
4 + /+ + 4
\\3r 3+ 3 f 3
S z z+i
7$ (
V V f
\
\SOiif
3k" 5
2)
Figure 4.75
LO 1.7
LO 1.8
Table 4.71
4.8.7 Assessment
Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;
Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2digit numbers;
Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;
Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
262 CHAPTER 4. TERM 4
Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;
Assessment Standard 1.9: We know this when the learner uses techniques;
Assessment Standard 1.11: We know this when the learner checks the solution given to problems by
peers.
Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.
Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between twodimensional shapes and threedimensional ob
jects in a variety of orientations and positions.
Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
twodimensional shapes and threedimensional objects;
Assessment Standard 3.4: We know this when the learner recognises symmetry in self and own
environment (with focus on 'left', right', 'front' and 'back');
Assessment Standard 3.5: We know this when the learner describes one threedimensional object in
relation to another (e.g. 'in front' or 'behind');
Learning Outcome 4 .MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
threedimensional objects using nonstandard measures.
ATTRIBUTIONS 263
Attributions
Collection: Mathematics Grade 1
Edited by: Siyavula Uploaders
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